Positive politeness as discourse process: politeness practices of high-functioning children with autism and Asperger Syndrome

Abstract

This study draws upon naturalistic ethnographic data to expand current understandings regarding the socio-communicative capabilities and challenges of children with autism spectrum disorders in mid-childhood. Affording a view of the children’s spontaneous interactions within naturally occurring family and community settings, the study explores a range of discursive resources utilized by the children to accomplish socially reciprocal positive politeness practices in tandem with others. Emphasizing contextualized deployment of politeness forms in interaction, the practice-based conception developed here construes positive politeness as a discursive process encompassing both socio-cultural and interpersonal knowledge/skills; and contributes to a perspective in which social and communicative realms are conceptualized as integrated domains of functioning.

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